TESTING OF CHALLENGE BOXES
The implementation of the environmental challenges took place between 17 November and 1 December.
In the end, it took place only in our school, the Seneca School, in the two classes of 3rd grade, with a total of 52 students.
We tried to extend the competition to other schools through the Eco Schools network, but the only groups that could join were Primary classes, so, due to the short time available for the organisation of the event, it was decided to do it only in our school.
The chosen challenges were as follows:
- Greener travelling
- Energy consumption
- Sustainable lifestyle
- Eat climate-friendly
- Circular economy
- Zero waste
- Slow fashion
- An explosion of life
- Let´s stop the car
- Here comes the sun
The 10 challenges were explained in the tutoring session on Friday 17, and the competition was then launched.


The groupings proposed in the challenges were respected, and they were done individually or in small groups. The only one that was carried out jointly between the two classes was the clothes exchange market, which was organised jointly. Students from both classes, and a good number of teachers from the school were involved in the organisation of the event, and our expectations were soon exceeded when we saw the amount of clothes collected, and the magnitude of the event as the days went by.
In the end, some 350 items of clothing were exchanged. The clothes that were not exchanged were donated to a local association to be distributed to the families they work with.
As for the rest of the challenges, the students sent in their individual challenges quickly over the first weekend, especially their sustainable menus, their trips with the smallest possible carbon footprint, their photographs of sustainable alternatives to excessive packaging, and their waste reuse plans.
That first weekend, they also started to prepare the promotional campaigns for the aforementioned clothes market and the campaign for sustainable mobility.
The rest of the challenges were carried out at the school, with the help of several teachers, and were carried out during some classes and tutorials.
As far as possible, they were included in the curriculum, although in some subjects it was very difficult to include them in the curriculum.
The Physics and Chemistry area worked on solar ovens, taking advantage of the fact that this subject includes the topic of energy.
The Biology area worked on seed bombs, and an explanation was given on biodiversity.
The breaks and tutorials were used for the challenges of the photo contest and the “energy vampire” hunt.
As far as possible, they were included in the curriculum, although in some subjects it became very complicated.
The general feeling at the end of the two weeks, and after talking to the teachers who took part, is that this is a very interesting activity, with enormous educational potential, but it is a pity that due to the tight schedule, it cannot be given the time it deserves.
A similar opinion emerged from the students’ comments. Most of them loved the challenges, but could not dedicate the desired time to them, due to the large number of exams, projects, etc. they had to complete.
On a personal level, as the coordinator of the project at the school, I consider it to be an extremely valid resource, and if I have the opportunity, I will do it again in future years.